The role of achievement emotions in team-based learning

Abstract

Team-based learning (TBL) is an alternative instructional method that has been shown to lead to positive concrete academic performance outcomes. However, whilst academic performance is important, we should also not neglect other non-tangible student outcomes such as the emotions experienced during the TBL sessions and improvements in student’s learning. Hence, in the current study, we aim to examine (1) the academic performance of TBL vs traditional lessons, (2) the differences in achievement emotions of student in TBL vs traditional lessons and (3) the perceived effectiveness of TBL lessons. A within-subjects research design was employed in which students participated in sessions using the TBL approach followed by sessions using the normal approach. Participants were 239 postgraduate students (81 men and 158 women) enrolled in the field of education. Measures used were the achievement emotions questionnaire, a perceived effectiveness of TBL questionnaire and the students performance on a quiz at the end of the module. Results indicated that students had a higher level of enjoyment and a lower level of boredom and anger in TBL lessons. From both the individual and team perspective, students had positive perceptions about the effectiveness of TBL. However, students performed better for topics that were taught via traditional methods compared to topics taught via TBL.